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Grand Valley State UniversityScholarWorks@GVSU
Masters Theses Graduate Research and Creative Practice
1999
Predictors of Successful Completion in a PhysicalTherapist Assistant ProgramDebra S. HowellGrand Valley State University
Susan M. StoutGrand Valley State University
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Recommended CitationHowell, Debra S. and Stout, Susan M., "Predictors of Successful Completion in a Physical Therapist Assistant Program" (1999).Masters Theses. 467.http://scholarworks.gvsu.edu/theses/467
PREDICTORS OF SUCCESSFUL COMPLETION IN A PHYSICAL THERAPIST ASSISTANT PROGRAM
By
Debra S. Howell Susan M Stout
THESIS
Submitted to the School of Health Sciences at Grand Valley State University
Allendale, Michigan in partial âüfîllment of the requirements
for the degree of
MASTER OF HEALTH SCIENCE
1999
THESIS COMMITTEE/RESEARCH ADVISOR APPROVAL:
VChair: U Q Date:Theresa Bacon-Baguley, R.N., PhJD.
Member: Date:Diaim Reischman, PhJ)
Member: Date:Barbara Hooper, O.T., M.S.
Grand V all^ State Univeisity School of Healdi Sciences
THESIS/PROJECT PROPOSAL APPROVALFor the Degree o f
Master of Health Science
StudentName(s): ______________Debra S. Howell and Susan M. Stout
TopicArea: ________________ Predicting Student Success________
Title of Thesis/Project: Predictors of Success in a PTA Program
Anticipated Completion Date: _________ December of 1998_____
Research Advisor/Committee Approval: The aforementioned student(s) has/have completed a satisfactory research proposal and may now submit project to HSRB. Following HSRB approval, studerit(s) may begin data coUectiotL
Tvned Namests) Signature
~TheRtSi " B A C D /I- 6 0 ^ 0 0 ^ 4 f / A ^ -A/.Major Advisor ^
fe irb -fenpr-_______Committee Member
Committee Member
Date of Proposal Approval:
PREDICTORS OF SUCCESSFUL COMPLETION IN A PHYSICAL
THERAPIST ASSISTANT PROGRAM
By: Debra S. Howell and Susan M. Stout
Predictors of Successfnl Completion in a F in ic a l Therapist Assistant Pribram
ABSTRACT
The basis of this research was to investigate the ability of age, gender, ASSET test and
science GPA (Human Anatomy & Physiology I and II, Essentials of Pathophysiology,
Clinical Kinesiology, Neurological Foundation of Motor Control and Clinical Pathology)
to predict the successful conq)letion of a PTA program by a studenL In this causal-
conçarative study (er post facto), the sample consisted of ninety graduates and five non
graduates fiom the PTA program at Baker College of Muskegon (1993 -1998).
This study used a logistic regression method to make an attempt to demonstrate that
Clinical Kinesiology was significant as a predictor of success for this program. Age,
gender ASSET test scores and the remaining science GPA were not found to be
predictors of success. The authors concluded that the results were influenced by the low
variation in their sample. Therefore, conclusions made fiom this study may not be
^plicable to other institutions.
ACKNOWLEDGEMENTS
We would like to extend our appreciation to our committee members. Dr. Theresa
Bacon-Baguley, Dr. Diann Reischman and Barbara Hooper for graciously donating their
time and assistance in the development and conq)letion of this research. In addition to the
committee, we would also like to thank A m anda Dykema for her assistance and patience
with the statistical analysis. Thank you to Baker College of Muskegon for allowing us to
conduct this study at their institution and a special thank you to Judy Cowden, Sandy
DeJonge, and Andrea Schripsema for their assistance in accessing student records.
Our appreciation is also extended to those students vdio consented to participate in this
study.
This research could not have been completed without the continued support of our
spouses and families. Thank you for your love and patience during this past year!
Age Groups
ASSET Test
Baker College of Muskegon
GPA
PTA Program
Science GPA
Student
Student Records
Success
DEFINITION OF TERMS
Age was divided into four groiqis: Groiq) 01 (17-19), Group 02 (20-29), Group 03 (30-39) and Group 04 (40 years and older).
Scores obtained fix>m an ACT placement test involved assessment of numerical, writing and reading skills.
A non-profit, independent, co-educational institution located at 1903 Marquette Ave., Muskegon, NGchigan. This institution is accredited by the North Central Association of Colleges and Schools.
A four point scale was used where A = 4 and F = 0.
This refers to the Physical Therapist Assistant Program at Baker College of Muskegon established in 1992.
Grade point averages obtained fix>m; Human Anatomy & Physiology I, Human Anatomy & Physiology U, Essentials of Pathophysiology, Clinical Kinesiology, Neurological Foundation of Motor Control and Clinical Pathology.
Graduates and non-graduates o f the PTA program at Baker College of Muskegon during the years of 1993 through 1998.
These are individual files that are stored electronically and/or in hard copy form which contain demographics, academic records and test scores.
Completion of an Associated Degree in PTA at Baker College of MuskegoiL
III
ACRONYMS
ACT American College Test
ADN Associate Degree Nursing
APTA American Physical Therapy Association
ASSET ACT Placement Test
CPR Cardiopulmonary Resuscitation
GPA Grade Point Average(s)
GVSU Grand Valley State University
NCLEX-RN National College Licensure Examination - Registered Nurse
PT Physical Therapist
PTA Physical Therapist Assistant
SAT Scholastic Aptitude Test
SPSS Statistical Package for the Social Sciences
IV
TABLE OF CONTENTS
Page
ABSTRACT .............................................................................................. i
ACKNOWLEDGEMENTS ........................................................................ ü
DEFINITION OF TERMS ......................................................................... üi
ACRONYMS ............................................................................................ iv
LIST OF TABLES .................................................................................... vü
UST OF APPENDICES ........................................................................... vüi
CHAPTER
1. INTRODUCTION ............................................................. 1
Background ............................................................ 2Research Question ................................................. 6Purpose .................................................................. 6Need/Significance for Study ................................ 6Hypotheses ............................................................ 7
2. REVIEW OF UTERATURE AND CONCEPTUALFRAMEWORK ................................................................. 9
Review of Literature ............................................. 9Reliability/Validity ............................................... 12Summary and Implications for the Study .............. 13
3. METHODOLOGY ............................................................ 15
Study Design ......................................................... 15Study Site and Subjects ......................................... 15Equipment and Instruments ................................... 16Validity/Reliability ............................................... 17Procedure .............................................................. 18
4. RESULTS/DATA ANALYSIS ........................................ 21
Hypothesis/Research Question - Report Results ... 23Other Findings o f Interest ..................................... 27
CHAPTER Page
5. DISCUSSION AND IMPLICATIONS ................................. 30
Discussion of Findings ................................................... 30Application of Practice/Administratk>n/Educatk>n .......... 33Limitations .................................................................... 33Suggestions for Further Research/Modifications ............ 36Conclusion/Summary ..................................................... 37
REFERENCES .......................................................................................... 38
VI
LIST OF TABLES
Table Page
1. Determination of Statistical Significance of Age Group as a Predictorof Success in a PTA Program at Baker College ofMuskegon (N=95) 24
2. Determination of Statistical Significance of Gender as a Predictorof Success in a PTA Program at Baker College ofMuskegon (N=95) 25
3. Determination of Statistical Significance of Human Anatomy &Physiology I as a Predictor of Success in a PTA Program at BakerCollege ofMuskegon (N=95) 25
4. Determination of Statistical Significance of Human Anatomy &Physiology II as a Predictor of Success in a PTA Program at BakerCollege ofMuskegon (N=95) 26
5. Determination of Statistical Significance of Clinical Kinesiology as a Predictor of Success in a PTA Program at Baker College of Muskegon (N=95) 26
6. Determination of Statistical Significance of Essentials of Pathophysiology as a Predictor of Success in a PTA Program atBaker College ofMuskegon (N=95) 27
7. Determination of Statistical Significance of Multiple Independent Variables as a Predictor of Success in a PTA Program atBaker College ofMuskegon (N=95) 28
8. Determination of the Mean GPA of Human Anatomy & Physiology I,Human Anatomy & Physiology H, Essentials of Pathophysiology and Clinical Kinesiology ofNon-Chaduates (N=5) 28
9. Determination of the Mean GPA of Human Anatomy & Physiology I,Human Anatomy & Physiology H, Essentials of Pathophysiology and Clinical Kinesiology of Graduates (N=90) 29
VII
LIST OF APPENDICES
^)pendix Page
A. Student Consent Form ................................................................... 40
B. Permission fix)m Baker College of Muskegon ................................ 41
C. Confidentiality Statement .............................................................. 42
D. Confidentiality Statement .............................................................. 43
E. Data Collection Form .................................................................... 44
F. Raw Data 45 - 46
VIII
CHAPTER 1
INTRODUCTION
During the Annual Conference of the American Physical Therapy Association
(APTA), held in 1964, a shortage of physical therapists (PT) to perfonn essential physical
services was addressed. As a result of this shortage, a new type of health care
professional was created, the physical therapist Assistant (PTA). The APTA defined the
physical therapist assistant as a health care provider who had graduated from an
accredited physical therapist assistant associate degree program. “The function of a
physical therapist assistant is to assist the physical ther^ist in the delivery of physical
therapy services in compliance with federal and state regulations of the practice of
physical therapy” (Pagliarulo, 1996). As PTA graduates, their responsibilities will range
from clinical duties that involve assisting the PT in the both the assessment of patient
needs and the implementation of patient care. Administrative duties range from basic
knowledge of department policy and procedure, scheduling, and accurate documentation
of patient care. Another in^)ortant role of a PTA is instructional duties that provide
patient and family education and inservices to both staff and students. PTA graduates
must also remain current in their profession by attending contimiing education programs,
departmental inservices, reviewing professional literature and possess a current
cardiopulmonary resuscitation (CPR) certificatiooL As a health care provider, the PTA
must demonstrate professional behavior and adhere to appropriate administrative policy
and procedures (Carpenter 1993).
Historically, the first two PTA education programs were established in 1967 and as of
1995, the number of PTA education programs has surpassed the actual number of PT
education programs (Pagliarulo, 1996). Even though the growth of such programs has
been phenomenal, past literature does not appear to demonstrate predictors of success in
these educational programs. Thus, predicting the success of students in a PTA program
presents a challenge for both the student's academic advisor and the student. Students
often choose an educational program based upon employment opportunities, monetary
rewards and status, and may overlook their lack of academic ability in science resulting in
both fiustration and failure to achieve their career goals. According to Levin and WyckofT
(1995), students are most likely to do well academically and make appropriate educational
decisions when they clearly comprehend how interest, cognitive ability, and academic
performance fit with a chosen field of study.
Background
Colleges often used standardized tests such as the American College Test (ACT)
and Scholastic Aptitude Test (SAT), placement tests and high school GPA as an
assessment of cognitive ability for students who are ^plying for admission to college.
Literature had established these predictors of academic performance in many science-
orientated programs. Levin and Wyckofif (1995) found that as the student proceeded in
his/hm first year of college education and more academic data became available, then the
predictive variables used prior to admission were replaced by the GPA in college courses
such as Calculus, Physics and Chemistry that had demonstrated a greater predictive value
for college success..
The purpose of these standardized tests was to provide objective measures of students’
educational development. These tests also predicted academic success in co llie and
helped to provide data for educational guidance and planning (Mimday & Hoyt, 1965).
Some community and technical colleges used an ACT Placement Program referred to as
the ASSET System for course placement needs of two-year community and technical
colleges. This educational, advising and planning system was created specifically to
support student advising, course selection and placement, and student retention-services
within two year institutions. The cognitive variables that were measured by the ASSET
test included the following basic skills of writing, numerical, reading and study abilities
(The ASSET Technical Manual 1994).
According to a study done by Tedrow and Rust (1992), both ACT scores and age were
predictive indicators of success in college with age considered to be the best predictor
of graduation. Mature students (greater than 21 years of age) were noted to be more
likely to graduate regardless of their ACT scores. This study separated students into two
age groups: age 21 years and younger and 21 years of age and older. Those students that
were greater than 21 years of age were found to have a better chance of succeeding (42%)
than students 21 years and younger (14%). Age also appeared to be a more relevant
variable than gendw status and high school GPA status.
A study by Firstman (1983) demonstrated that cognitive measures, specifically a
science GPA, in addition to math and reading scores, were reliable indicators of
student success in a licensed practical nurse progranr Furthermore, a study done by
Campbell and Dickson (1996) indicated the need to use specific science GPA
versus a cumulative college GPA, a liberal arts GPA, and/or a SAT examination score as
essential predictors of success in a baccalaureate-degree nursing program. According to
this study, the evidence supports the consistent ability of science GPA to be a predictor of
student success. The students in this study, tended to have problems in mastery with
nursing courses due to the lack of a strong science background. Grade point
averages in the following science courses were determined to be a predictor of GPA in
nursing courses: Anatomy, Physiology, Chemistry and Pathophysiology.
Previous usage of standardized tests, placement tests, high school GPA, and college
science GPA had established a foundation for the use of these independent variables as
predictors for determining success in completion of specific science orientated programs.
However, to date, there appears to be a lack of available research to identify the specific
variables that could be used as predictors of success in the completion of a PTA program.
The basis of this research was to study a PTA program in existence and determine
which specific variables are predictors of success in such a program. The she for this
study was Baker College ofMuskegon which has a PTA program that was established in
1992 with the first class graduating in the Fall of 1993. This associate degree program
was accredhed by the Commission of Accreditation in Physical Therapy Education by the
North Central Association for College and Secondary Schools.
PTA students at Baker College ofMuskegon were required to complete their
curriculum in a 1+1 integrated design. Initially, students are required to successfully
complete S1 quarter hours of prerequisite coursework, in the sciaices and in gaieral
education before th ^ entered into the professional tract At the professional level,
students completed 59 credits of didactic and clinical preparation in an integrated format.
Because of the rigorous nature of the professional level courses, various prerequisite
requirements had been developed to assure academic success and for the student to be
eligible to apply to the professional portion of the program. The student was required to
achieve a minimum cumulative 2.5 GPA in the following prerequisite course work:
• Composition I & H• Oral Communications• Introductory Algebra• Information Systems Theory• Word Processing• General Psychology• Business Communication
The student was also required to have at least a 2.7 cumulative GPA in this course work:
• Human Anatomy and Physiology I & II• Medical Terminology• Introduction to Health Care• Introduction to PTA• Clinical Kinesiology
The student was only allowed to repeat a total of two courses, one time each, in order to
improve his/her GPA in that course. The student also completed 32 documented hours in
physical therapy setting(s) and submitted three completed recommendation forms. The
student had to successfully complete all academic requirements prior to the selection
process. After all admission materials were received, the applicant was interviewed by
member(s) of the PTA Advisory Board, other professional(s) and/or PTA faculty.
The professional portion of the PTA program had a limited class size and should the
number of students qualified to enter the program exceed the class size, students were
selected by a point system based on the prerequisite requirements. Points were divided up
as follows: Up to 35 points for total prerequisite GPA, up to 35 points for science GPA,
up to 15 points for the recommendation forms, and up to 15 points for the interview for a
maximum possible total of 100. A minimum of 21 points was required in interpersonal
assessment skills. The candidates with the highest total scores (limited by class size) were
accepted into the professional portion of the PTA program at Baker College ofMuskegon
Research Question
What are the predictors for successful completion of the PTA program at Baker
College ofMuskegon?
Purpose
The purpose of this study was to investigate the ability of age, gender, ASSET test and
science GPA to predict the successful completion of the PTA program by a student. This
investigation analyzed student performances on standardized ASSET tests, designed by
the American College Test Assessment (ACT), age, gender and specific science grade
point averages (GPA) in required science courses for correlation with
admission/completion in a PTA program. The following prerequisite science courses were
utilized : Human Anatomy & Physiology I, Human Anatomy and Physiology n. Clinical
Kinesiology and a corequisite science course. Essentials of Pathophysiology. In addition,
the GPA of Neurological Foundations of Motor Control and Clinical Pathology, two
science courses that were taken upon entrance into the PTA program, were also examined
as possible predictors of success.
Need/Significance for Studv
In order to realistically dialogue with students regarding the need for mastery in
specific science courses as relates to success in a PTA program, admission advisors or
academic student advisors need to be aware of the specific predictors of success in a PTA
program. Levin and Wyckoff (1995) found that “students are more inclined to malce high-
risk decisions when advising has not been informed by research on student and program
variables related to persistence and success” (p. 20). When advisors operate only at an
intuitive level versus an informed level about specific programs, students are then put at
risk for M ure. In conclusion, results of this study will potentially establish a framework
of specific predictive variables which may help advisors better prepare students for success
in a PTA program.
Awareness of specific predictors will be important to those students at risk for
failure in science courses, thus establishing the need for these students to master the
sciences early in their educational career because of the correlation between science GPA
and success in science related programs. Finally, more informed students may then be
more open to seeking help early on, which could possibly decrease the potential of failure
in his/her chosen field of study.
Null Hypotheses
Through quantitative analysis of data obtained from student records, the following
null hypotheses were addressed:
Hoi No significant relationship exists between pre-admission ASSET testscores and successful completion in the PTA program.
Ho2 No significant relationship exists between age and successful completion inthe PTA program
Ho3 No significant relationship exists between gender and successfulcompletion in the PTA program
Ho4 No significant relationship exists between the cognitive variables (gradepoint averages in Human Anatomy & Physiolo^ I and ü. Clinical Kinesiolosr, Essentials of Pathopbysiolo^. Neurological Foundations of Motor Control and Clinical Pathology) and successful completion in the PTA program.
CHAPTER2
REVIEW OF LITERATURE AND CONCEPTUAL FRAMEWORK
Review of Literature
The focus of this study was to investigate the ability of admission requirements to
predict the successful completion of a student in the PTA program at Baker College of
Muskegon. A review of literature showed many different cognitive and non-cognitive
variables (predictors) of college success being used. This literature review was divided
into research that addressed independent variables such as standardized tests, placement
tests, age, and GPA and research that addressed dependent variables such as success in
college education, completion of an educational program and success on nursing state
board examinations. For «ample, a study done by Felts (1986) supported using
measures such as; grades, college admission scores, nursing achievement tests, and
college GPA as accepted predictors of student performance on the registered nurse
licensure «amination.
Standardized tests (ACT and SAT) along with placement tests were used as predictors
of success in college. Research demonstrated that the ACT was used as a predictor for
success in college courses, graduation and national board scores in specific disciplines
(Felts, J., 1986; Munday & Hoyt, 1965; Roesler & Armstrong, 1981; Tedrow & Rust,
1992; Campbell & Dickson, 1996). In contrast, other research demonstrated that ACT
scores were not a predictor of success. Aldag & Rose (1983) showed evidence that ACT
has an age bias that leads to the underestimation of old« students and that Actors other
than those measured by ACT were relevant to college GPA for nursing students. Another
1 0
study done by Baird (1985) showed that ACTT had a low correlation as a predictor of
college accomplishment. Research also demonstrated that SAT had a significant
correlation with graduation firom a Dental Hygiene Program (Roesler & Armstrong, 1981)
and in contrast, Campbell and Dickson (1996) showed that SAT had a lower predictive
value as compared to ACT in regards to graduation and national board scores for RN
licensure. In regards to placement tests, Grzegorczyk (1995) looked at a number of
variables with regard to their ability to predict success o f licensed practical nurses (LPN)
in completing a community college associate degree nursing (ADN) program. This study
revealed that pre-admission test scores were predictors of both program completion and
RN licensure success for licensed practical nurses entering associate degree programs. A
weakness of this study was that the sample only included nurses (LPN) who had already
demonstrated success in an educational program; it did not
address pre-admission test scores as predictors in students without other degrees.
Another study done by Levin & Wyckofif (1995) looked at three models categorizing
students prior to admission and their progression during the first two years of college
education to determine significant predictor variables for persistence and success in an
undergraduate engineering program. Levin & Wyckofif (1995) noted that the predictive
variables were not constant over time. Prior to admission to college, high school GPA
Algebra and Chemistry placement scores were predictors and as students progressed
through the first two years of college education, academic performance in specific related
college courses such as Calculus, Physics and Chemistry were predictors.
There was a debate in the literature as to whether or not age is a reliable predictor
I l
for success in college education. Some research demonstrated that age was positively
related to graduation and performance on nursing state board examinations (Aldag &
Rose, 1983; Tedrow & Rust, 1992). Specifically, the study done by Tedrow & Rust
(1992) demonstrated that individuals over 21 years of age had a better chance of
succeeding (42%) as compared to those under 21 (14%). In contrast, research done by
Felts (1986), found that age was not a predictor of success. Felts stated, “Age does not
affect an individual’s ability to perform which is of particular importance because of the
enrollment patterns showing an increase in age”(p.376).
A recent study by Levin and Wyckofif (1995) designed three logit models and
each resulted in significant predictor variables for persistence and success in an
undergraduate engineering program. Model one showed that placement tests for Algebra
and Chemistry, along with high school GPA were predictors of success in students prior
to college. Models two and three dealt with students who had progressed through their
freshman and sophomore years respectively, and the study showed that GPA in specific
college science courses was a better predictor for that group. In summary, this study
showed that predictor variables were not constant over time.
A more common finding in literature, was that college cumulative GPA as
compared to specific science GPA was not a reliable predictor of success in college in
science related areas (Campbell & Dickson, 1996; Felts, J., 1986; Roesler & Armstrong.
1981; Firstman, A, 1983). These studies showed that as students progressed, specific
GPA in related courses had a higher predictive value in science related fields of study
Following along this same pathway, was a study done by Felts (1986) that showed
performance in college courses predicts pass/fail status on the National College
12
Licensure Examination for roistered nurses (NCLEX-RN) with greater accuracy than
does performance in high school.
There was evidence that standardized tests, age, and GP A were predictors for success
in college education, completion of an educational program and state board examinations.
Campbell and Dickson (1996) noted that both ACT and SAT were significantly correlated
with graduation. Research completed by Tedrow & Rust (1992) found that ACT was a
predictor for both hours earned for a degree and graduation, and the best predictor for
graduation was age. Aldag & Rose (1993) also noted in their research that older students
consistently had a larger proportion graduate and pass the state board examinations on
their first attempt. In contrast, a study done by Felts (1986) indicated that age did not
effect the outcome of those students who passed or failed the state board examination of
nursing.
Literature demonstrated some significant correlation between GPA in college courses
and performance on state board examination (Campbell & Dickson, 1996; Felts. J.. 1986).
A strength of Felt’s study showed performance in college courses predicts pass/fail status
on state board examination with greater accuracy than does performance in high school.
Reliability / Validity
All research in this literatme review used a quantitative paradigm for study. A variety
of different types of statistical analyses were utilized to compute the relationships between
the independent and dependent variables. Pearson correlation coefficient. Chi-square,
logistic regression, multiple linear regression, T-test, and analysis of variance were
frequently used. Major limitations of some of the studies reviewed were the use of small
13
sample sizes, a lack of longitudinal studies involving multiple programs and the large
variety of statistical analyses. Accurate comparisons were difficult to make when a variety
of statistical analyses were utilized. Some research failed to demonstrate the effects of
multiple independent variables on the dependent variables. Finally, no qualitative studies
were noted in our literature review which could be considered a limitation.
Summary and Implications for the Studv
As indicated, several studies on predicting students success in college educational
programs and on their prospective state board «(aminations, have been conducted
covering literature published from 1965 to 1996. Most of the reviews were conducted in
the more traditional narrative approach, presenting limitations of generalizations due to
the fact that most of the literature centered around individual college programs. A few
studies utilized meta-analysis, which is a more structured approach to literature review
than the traditional narrative review and therefore is more effective in evaluating studies
on prediction of success. A significant limitation in the research reviewed was the
inconsistency of identifying predictors of success. The literature review identified
discrepancies between standardized tests, age, and GPA as predictors of success. Some
research demonstrated that some predictive variables were not constant over time. In
some studies, conclusions were based upon small sample sizes thus limiting the validity of
these conclusions. This literature review lacked published studies that identified
predictors of success in a PTA program. Some generalizations can be inferred from other
health educational programs, but specific predictors of success for PTA students need to
be identified.
Known specific predictors of success for the PTA student would allow admission
14
advisors to prepare the student to make appropriate educational decisions.
Interventions designed to increase student success should begin early in their educational
career to decrease the risk of failiu'e. In conclusion, the intentions of this study were to
establish a framework of specific variables which would help better prepare students for
success in a PTA program.
CHAPTERS
METHODOLOGY
Study Design
In order to address the relationships between the independent variables (ASSET test
score, individual science GPA, age, and gender) and the dependent variable (Associate
Degree in PTA program) a causal-comparative method (ex postfacto) o f research was
implemented. In this type of method, the independent variables already exist and thus
cannot be manipulated. More specifically, this research studied all students graduating
from the PTA Program at Baker College of Muskegon during the years of 1993 through
1998 and also those student admitted to the program during this same time period but did
not graduate. This effect (dependent variable) was compared to existing data (independent
variables) to investigate possible relationships.
The researchers used a logistic regression statistical method for describing these kinds
of relationships. Further discussion of this method and analysis of the data will be
addressed in the Data Analysis section.
Studv Site and Subiects
The PTA program at Baker College of Muskegon was utilized for this research. At the
time of this study, one hundred and ninety-eight (198) students had successfully graduated
with an Associate Degree in the PTA program at Baker College of Muskegon from 1993
to 1998 and were considered as possible subjects for this study. Also, considered during
this same time period were 26 students who had been admitted to the program, but Mled
1 5
1 6
to successfully complete the program. One student who was accepted into the program
but did not graduate was not included in this study due confidentiality reasons. In addition
to the above requirements, only those students who consented to participate were included
in the study. A consent form was mailed (Appendix A) to the above students in order to
gain permission for participation and initially thirty-two percent (32%) responded, for a
total of 64 participants. A second mailing yielded an additional 31 students who also
agreed to participate in this research. Of the initial population, forty-two percent (42.4%)
agreed to participate. In conclusion, out of the initial population o f224 students, 81
females and 14 males (N=9S) participated in this study.
This sample was chosen for study due to convenience of available data and the
assumption that graduating students serve as indicators of success in the PTA program at
Baker College of Muskegon. Due to the fact that this program has only been in existence
for the past five years, no criteria for predicting success of completion in this PTA
program has been established prior to this study.
Equipment and Instruments
The only equipment utilized in this study, for data collection, was student academic
records firom PTA graduating classes (1993 to 1998). These records were electronically
stored at Baker College of Muskegon and permission was granted by the institution to
access these records along with student consent (Appendix B). The instrument used to
record and to code the data was developed specifically for this study. Examples of the
variables obtained using this instrument were as follows; age, gender, ASSET test score,
and specific science GPA. In regards to GPA, if a student repeated a science course, the
highest grade earned was used to calculate his/her science GPA. This was following
17
established guidelines set up by this institution. Furthermore, if a student had already
demonstrated successful performance in either college F.nglish or Mathematics, then they
were «tempt from taking the ASSET test. Even though limited data on ASSET scores
was available for this study, this data may be a pertinent predictive variable.
Validhv/Reliabilitv
In determining student success in any professional school, there is a concern of
selecting suitable predictors prior to the admission into the professional tract of the se
programs. A student must obtain an adequate grade point average (GPA) in order to meet
the minimum requirements for admission and completion of the program. Research has
noted many confounding variables that appear to influence GPA. According to Tedrow
and Rust (1992), their study used stepwise regression to demonstrate that ACT scores and
age were the best predictors of college success. Another study done by Bogue and Barr
(1989), was based on responses from 62 California community colleges; this study
demonstrated that the ASSET test is one of the tools most often used for determining
course placement. At Baker College of Muskegon, the ASSET test is utilized for course
placement during the freshmen year in the disciplines of English and Mathematics. Further
research is needed to determine if there is correlation between ASSET test scores and
GPA in science courses as it relates to admission into the professional tract of the PTA
program.
In this study, all data collected was obtained from electronic student records and hard
copy files. Thus, the reliability of the data was based upon the &ct that those records were
accurate and that the data was transcribed appropriately.
18
In conclusion, pertinent predictors such as age, ASSET test scores and specific science
GPA utilized in one institution may not establish the validi^ of using those same
predictors for other institutions. Differences such as the course content, course evaluation
procedures and variability of course grades exist in institutions. According to Munday and
Hoyt (1965), the most valid predictors for a particular institution are those established for
that institution. “However, by knowing the e?q)erience of other institutions, some
hypotheses about potentially useful measuring devices can be made” (Munday & Hoyt,
1965; p.341). Thus, Baker C ollie of Muskegon needs to establish specific predictors
for its PTA program.
Procedure
In order to determine predictors of academic success, this study involved five steps. In
the first step, the independent variables were identified based upon prior research and
prerequisite requirements in the PTA program of Baker College of Muskegon and a listing
of the graduates and non-graduates (1993-1998) was obtained fi'om the records of the
college. In the second step, subjects (N=95) in this study were assigned a sequential
numerical value to assure confidentiality of their student records. A confidentiality
statement was signed by the researchers to ensure their intent (^pendices C and D).
Data was then collected using a Data Collection Form (Appendix E) that was self-
designed for this study. This information was coded by assigning numerical values for each
independent variable. In regards to age groups, they were divided into categories using
the same guidelines established by previous researchers, Aldag and Rose (1983).
1 9
The following numerical codes were used;
• Subject Number 1-95
Age Group: 17-19 0 1
Age Group: 20-29 02Age Group: 30-39 03Age Group: 40 and over 04
Gender: Male 0 1
Gender: Female 02ASSET Test: Writing Skill 0-54ASSET Test: Reading Skill 0-53ASSET Test: Numerical Skill 0-55
Specific Course GPA;> A 4.0> A- 3.7> B+ 3.3> B 3.0> B- 2.7> C+ 2.3> C 2 . 0
> C- 1.7> D+ 1.3> D 1 . 0
> D- 0.7> F 0 . 0
• Not Applicable
• Test Out
NA
Test Out
The third step involved statistical analysis of the data using both a logistic regression
model and a multiple logistic regression model. Step four involved the identification of
the predictors of success in the PTA program. Finally, the results were interpreted in
conjunction with a series of null hypotheses.
2 0
En this study, identificatioa of the following variables was based upon literature
review and prerequisite and co-requisite science courses as required by the PTA program:
A Independent variables
1 . Cognitive variables
a. ASSET test score
b. Individual science GPA(1) Human Anatomy and Physiology I(2) Human Anatomy and Physiology U(3) Clinical Kinesiology(4) Essentials of Pathophysiology(5) Neurological Foundations of Motor Control(6 ) Clinical Pathology
B Confounding variables
1. Years of Agea. 17-19b. 20-29c. 30-39d. 40 and over
2. Gender
C Dependent variable
1. Associate Degree in a PTA Program
CHAPTER 4
RESULTS/DATA ANALYSIS
Techniques of Data Analy si s
The researchers utilized the EXCEL (3.0) Nficrosoft software to sort and compile the
data on the 95 subjects. This data was broken down in the following subsets;
Subject Number Age Group GenderASSET Writing ASSET Reading ASSET NumericalHuman Anatomy and Physiology I (GPA) / Repeated Course GPA Human Anatomy and Physiology II (GPA) / Repeated Course GPA Essentials of Pathophysiology (GPA) / Repeated Course GPA Clinical Kinesiology (GPA) / Repeated Course GPA Neurological Foundations of Motor Control (GPA) / Repeated Course GPA Clinical Pathology (GPA) / Repeated Course GPA PTA Graduate / Non-graduate
Further analysis was performed by a student in the Mathematics/Statistics Department at
Grand Valley State University (GVSU) as a requirement for her undergraduate course
work. The Statistical Package for the Social Sciences (SPSS) at GVSU was used to run a
logistic regression method of analysis on the data in this study. Logistic regression analysis
may be used to evaluate and rank important variables and thus determine how one or more
independent variables are related to a dichotomous dependent variable (Kleinbaum,
Kupper, Muller, and Nizam, 1998). Current literature suggests that this is an acceptable
method for describing such relationships (Levin & Wyckof^ 1995; Grzegorczyk, 1995).
2 1
2 2
Logistic regression is a statistical method that works with odds, rather than proportions.
The odds refer to the ratio of the proportions for the two possible outcomes
where the p is the proportion for one outcome and 1 — p is the proportion for the second
outcome.
Odds:P
ODDS =1 - p
In this research, the probabihty of either graduating or not graduating (outcome) from
the E*TA Program at Baker College of Muskegon, was e}q)lored using each independent
variable as a predictor of this outcome.
Logistic Regression Model:
The statistical model for logistic regression for each independent variable is
=ySo + pi{x)
where the p is a binomial proportion (odds) and x is the independent variable. The parameters of the logistic regression model are pa and Pi.
Next, multiple logistic regression was used to explore the likelihood that multiple
independent variables could also have a predictor value as a whole. Multiple logistic
regression allowed the researchers to identify if any individual independent variable was
significant while the other independent variables were included in the model. This helps to
2 3
determine if any single independent variable would be useful in predicting success in the
multiple logistic regression model
Multiple Logistic Regression Model:
The statistical model for multiple logistic regression is■ p
Log[^i-J = A + PiQci) + + P4,(x4) + ... + pJix„)
Statistical significance in this model was determined by using an alpha level of .05, thus
p < .05 indicated statistical significance and p > .05 indicated no statistical significance.
When SPSS was utilized for both logistic regression models, only the independent
variables that were available for all of the subjects were analyzed. When data was
collected fi'om the student records, not all students were required to take the ASSET tests
due to the fact that they had demonstrated proficiency in prior college course work.
Also, since the implementation of the PTA program at Baker College of Muskegon,
curriculum changes occurred with the addition of two new courses; Neurological
Foundations of Motor Control and Clinical Patholo^. As a result, there was considerable
missing data for these independent variables and the SPSS program rejected analyses of
these variables.
Null Hypothesis/Research Question - Report Results
Due to the low variation in the data collected for this study, the researchers were unable
to determine which predictors indicated success. This was quickly demonstrated by the
feet that out of ninety-five subjects (N = 95) included in this research, only five subjects
did not graduate. This limited sample, which represented 5.3% of the total, was not
2 4
enough of a variation to have an impact on the outcome of this study. Noting these
findings, low variation in data, the researchers make this claim prior to discussing results.
In regards to the first null hypothesis (Hoi: No significant relationship exists between
pre-admission ASSET test scores and successful completion in the PTA program), no
significant relationship could be established due to the lack of available data from all
subjects. Further details will be addressed in the Discussion section. As a result, a p value
(p) could not be determined and therefore, the researchers could not reject or fail to reject
Hoi.
In regards to the second null hypothesis (Hoz: No significant relationship exists
between age and successful completion in the PTA program), the effect of age was not
statistically significant and the researchers fail to reject H0 2 A Wald test statistic of
1.2999 was determined with a p value of .2542 (Table 1 ).
Table 1
Determination of Statistical Significance of Age Group as a Predictor of Success in a PTA Program at Baker College of Muskegon IN=95I
Variable B SÆ. Wald Df SigAge Grp -0.5687 0.4988 1.2999 1 0.2542Constant 4.4501 1.5529 8.2118 1 0.0042B = parameter estimate d f = degree o f freedomS.E. = standard error Sig = P valueWald = Wald Chi-square
In regards to the third null hypothesis (H0 3 : No significant relationship exists between
gender and successful completion in the PTA program), the effect of gender was not
statistically significant and the researchers fail to reject H0 3. A Wald test statistic o f. II50
was determined with a p value of .7345 (Table 2).
2 5
Table 2
Determination of Statistical Signifîgancf> of Gender as a Predictor of Success in a PTA Program at Baker College o f Muskegon (N=95~>
Variable B S.E. Wald Df SigGender 3926 1.1575 1150 1 7345
Constant 2.1724 2.1379 1.0325 1 .3096
The fourth null hypothesis (H0 4) stated that no significant relationship exists between
the cognitive variables (grade point averages in Human Anatomy & Physiology I and U,
Clinical Kinesiology, Essentials of Pathophysiology, Neurological Foundations of Motor
Control, and Clinical Pathology) and successful completion in the PTA program. The
following information and tables deal with each individual cognitive variable in the
above order. With reference to Human Anatomy & Physiology I, a Wald test statistic of
.0539 was determined with a p value of .8164 (Table 3 ). The effect of Human Anatomy
& Physiology I was not statistically significant and thus the researchers fail to reject this
component of H0 4 .
Table 3
Determination of Statistical Significance of Human Anatomy & Physiology I as a Predictor of Success in a PTA Program at Baker College of Muskegon f N=95>
Variable B S.E. Wald df SigA&PI -.3027 1.3034 .0539 1 .8164
Constant 4.0166 4.8940 .6736 1 .4118
With reference to Human Anatomy & Physiology H, a Wald test statistic of .0113 was
determined with a p value of .9153 (Table 4). The effect of Human Anatomy &
2 6
Physiology II was not statistically significant and thus the researchers fail to reject this
component of Ho4.
Table 4
Determination of Statistical Significance of Human Anatomy & Physiology II as a Predictor of Success in a PTA Program at Baker College of Muskegon IN=9S)
Variable B SÆ. Wald df SigA&pn .0085 .0802 .0113 I .9153
Constant 2.8474 .5501 26.7961 1 .0000
With reference to Clinical Kinesiology, a Wald test statistic of 6.1421 was determined
with a p value of .0132 (Table 5). The effect of Clinical Kinesiology was statistically
significant and thus the researchers reject this component of Ho4 - It should be noted that
this is not a strong rejection due to the fact that the p value (.0132) is slightly less
than .05. This p value did not convince the researchers that a significant relationship
existed between Kinesiology as a predictor and the successful completion in a PTA
program.
Table 5
Determination of Statistical Significance of Clinical Kinesiology as a Predictor of Success in a PTA Program at Baker College of Muskegon (N=95)
Variable B SUE. Wald df SigKines 3.5237 1.4218 6.1421 1 .0132
Constant -8.6451 4.3512 3.9476 1 .0469
2 7
With reference to Essentials of Pathophysiology, a Wald test statistic of .0359 was
determined with a p value of .8496 (Table 6). The ^ e c t of Essentials of Pathophysiology
was not statistically significant and thus the researchers fail to reject this component of
Ho4-
Table 6
Determination of Statistical Significance of E .w en tiak of PathoDhvsiologv as a Predictor of Success in a PTA Program at Baker College of Muskegon (N=95^
Variable B SX. Wald Df SigPatho. .1631 .8602 .0359 1 .8496
Constant 2.3094 3.0818 .5615 1 .4536
In regards to the fourth hypothesis (Hw), no relationship could be established between
the science courses Neurological Foundations Of Motor Control and Clinical Pathology
and successful completion in the PTA program due to the unavailability of data from all
subjects (further details will be addressed in the Discussion section). Thus, a p value (p)
could not be determined and as a result the researchers could not reject or fail to reject
this component of Ho4 .
Other Findings of Interest
Looking at the independent variables as a whole, a multiple logistic regression model
was used to determine if any significant relationship existed between the following; Age
group, gender, and the GPA of Human Anatomy & Physiology I, Human Anatomy &
Physiology II, Essentials of Pathophysiology, and Clinical Kinesiology. The only predictor
identified with this model was Clinical Kinesiology with a Wald test statistic of 5.5352 and
2 8
a p value of .0186 (Table 7). Clinical Kinesiology continued to demonstrate some
statistical significance regardless of the statistical model utilized.
Table 7
Determination of Statistical Significance of Multiple Independent Variables as a Predictor of Success in a PTA Program at Baker College of Muskegon (N=95)
Variable B SÆ. Wald Df SigAge Grp -.0958 .6642 .0208 1 .8854Gender -.2936 1.4762 .0396 1 .8423A&PI -3.2951 2.7977 1.3872 1 .2389A&pn 1.0439 1.5353 .4623 1 .4965Patho. .1443 1.5895 .0082 1 .9277Kines 4.4132 1.8758 5.5352 1 .0186
Constant -2.9112 6.8920 .1784 1 .6727
In regards to other findings of interest, the researchers looked at the mean GPA of the
following science courses: Human Anatomy & Physiology I, Human Anatomy &
Physiology II, Essentials of Pathophysiology and Clinical Kinesiology. The subjects were
divided into two groups: non-graduates (N=5) and graduates (N=90) and their mean
GPA was calculated for each individual course (Tables 8 and 9 respectively).
Table 8
Determination of the Mean GPA of Human Anatomy & Physiology I. Human Anatomy & Physiology EL K.«entiak of Pathonhvsiology and Clinical Kinesiology of Non-graduates (N=S)
Variable Mean Std. Dev. Var. Min.GPA
Max.GPA
A&PI 3.7400 .4336 .1880 3.00 4.00A&pn 3.6600 .4775 .2280 3.00 4.00Patho 3.5400 .3912 .1530 3.00 4.00Kines 3.0000 .2121 4.500E-02 2.70 3.30
2 9
Table 9
Peterminatidn of the M ean GPA of H u m an Anatomy & Physiology I. H u m an Anatomy & Physiology IL E.«entiaL< of Pathophysiology and Clipicai Kinesiology of Graduates fN=901
Variable Mean Std. Dey. Var. Min.GPA
Max.GPA
A&PI 3.7000 .3754 .1409 2.70 4.00A&pn* 3.7135 .4761 .2266 2.00 4.00
Patho 3.5844 .5199 .2703 2.00 4.00Kines 3.5789 .4024 .1619 2.70 4.00
* N=S9; one subject tested out of this course.
CHAPTERS
DISCUSSION AND IMPLICATIONS
Discussion of Findings
The primary purpose of this study was to investigate the ability of age, gender, ASSET
test scores and science GPA to predict the successful completion of the PTA program by a
student. The following decision rule was utilized to either reject or fail to reject the null
hypotheses: Statistical significance in this model was determined by using an alpha level of
.05, thus p < .05 indicated statistical significance and p > .05 indicated no statistical
significance.
The null hypothesis that no significant relationship exists between pre-admission
ASSET test scores and successful con^letion in the PTA program could not be concluded.
Of the ninety-five subjects (N=95), only forty-eight (50.5%) students actually had data for
the ASSET test. The remaining forty-seven students were exempt firom taking the ASSET
test due to documentation of college course work at other institutions. Due to the high
percentage (49.5%) of missing data, the SPSS program rejected this portion of the
research, and thus the ASSET test could not be evaluated as a possible predictor.
A study done by Tedrow and Rust (1992), identified that both ACT scores and age
were predictive indicators of success in college with age having the greatest impact. In
this study, subjects greater than age twenty-one upon entrance to college, had a better
chance of succeeding than those twenty-one years and younger. In addition, a study done
3 0
3 1
by Aldag and Rose (1983), the older students in general, consistently had a larger
proportion graduate. The age groups used by Aldag and Rose were also used for this
study. The age groups are identified as follows:
• Age Group: 17-19 01• Age Group: 20-29 02• Age Group: 30-39 03• Age Group: 40 and over 04
The distribution of the subjects in individual age groups for this research were as follows:
• Age Group 01 15 subjects• Age Group 02 35 subjects• Age Group 03 27 subjects• Age Group 04 18 subjects
The researchers of this study expected consistent results with previous studies showing
that age is a predictor of success for graduation. The results in this research were
inconclusive due to the fact that only five (5.3%) of the subjects out of the original ninety-
five subjects did not graduate. Not oiough variation existed between age groups and
outcomes to accurately predict wheth»* or not age is an actual predictor of success and
this was demonstrated by a p value of .2542 in the logistic regression model and a p value
of .8854 in the multiple logistic regression model. Thus, the null h^othesis that no
significant relationship exists between age and successful completion in the PTA program
resulted in the researchers failing to reject this null hypothesis. Of interest, was the fact
that the non-graduates of this study were all greater than age twenty-one upon entrance to
this institution.
The researchers did not find evidence against the null hypothesis that no significant
relationship exists between gender and successful completion in the PTA program.
A p value of .7345 (logistic regression model) and a p value of .8423 (multiple logistic
3 2
regression model) was demonstrated and thus, the researchers M to reject this null
hypothesis. The subjects in this research consisted of eighty-one (85.3 %) females and
fourteen (14.7%) males. Due to this uneven distribution of gender variation in the data,
the results were inconclusive.
In the initial design of this study, the researchers attempted to look at the following
cognitive variables: Human Anatomy & Physiologr I, Human Anatomy & Physiology H,
Essentials of Pathophysiology, Neurological Foundations of Motor Control and Clinical
Pathology as predictors of success in completion of the PTA program. After collecting
data, the researchers noted that curriculum changes had occurred twice in this PTA
program since its inception. Therefore, analysis was performed on only those cognitive
variables that all subjects completed (Human Anatomy & Physiology I, Human Anatomy
Physiology H, Essentials of Pathophysiology and Clinical Kinesiology). When logistic
regression equations were used to determine the best predictors of these cognitive
variables (GPA in Human Anatomy & Physiology I and H, Clinical Kinesiology and
Essentials of Pathophysiology), Clinical Kinesiology was the only course that
demonstrated a p value below the alpha level (p < .05). The p value for the logistic
regression model was .0132 and the p value for multiple logistic regression model was
.0186. Regardless of this Act, the researchers must fail to reject this null hypothesis and
conclude that no significant relationship exists between the cognitive variables and the
prediction of successful completion in the PTA program. Again, it should be noted that
these conclusions are based on data with a low variance and the above p values were not
strong evidence of a relationship between Clinical Kinesiology and successful completion
in a PTA program.
3 3
Application o f Practice/A dm inistratinn/Education
The results of this study did not support the use of ASSET test scores, age, gender and
GPA of Human Anatomy & Physiology I, Human Anatomy & Physiology n. Essentials of
Pathophysiologf, Clinical Kinesiology, Neurological Foundations of Motor Control, and
Clinical Pathology as predictors of success in completion of a PTA program. Even though
Clinical Kinesiology demonstrated some statistical significance, its impact as a predictor of
success in the PTA program is probably minimal. Further research is needed to confirm
whether or not Clinical Kinesiology is indeed a predictor. Therefore, no recommendations
can be made fi'om this study for practical application.
Lim itations-
There were a number of limiting factors in this study. First, the population for this
study was selected for convenience and specific to the PTA program at Baker College of
Muskegon, and therefore was not a random sample. Due to this limitation, the results may
not apply to the population at large.
Second, another limitation was the fiict that permission was needed in order to access
each student’s academic record in order to ensure his/her confidentiality. As a result of
two separate mailings, only 42.4% of the students consented to participate in this study.
Thus, the data not accessed from the other subjects may have yielded results different then
this research demonstrated.
Third, prerequisite courses and criteria for entrance into the PTA program were
established by Baker College of Muskegon prior to this research. This research explored
these specific prerequisites as independent variables, but not all possible independent
variables were «cammed in this study. For example, this study did not examine non-
3 4
scîoice cognitive variables such as English, Mathematics, and/or Psychology. In
conclusion, this may have limited the identification of other predictors of success in this
PTA program.
Fourth, another limiting Actor was that a significant amount of data was m issing
Some students were not required to take the ASSET test and thus their scores were
unavailable. Curriculum changes in required course work also resulted in missing data.
Statistical analysis in. certain areas could not be performed due to this limitation.
Ultimately, this limited the total number of independent variables that could be addressed
as potential predictors.
Fifth, this research explored only one combination of independent cognitive variables.
Combinations of variables not identified by this research may have yielded predictors.
Thus, further research should be implemented to identify those possible combinations.
Sixth, another limitation was the fiict that prerequisite criteria for this PTA program
eliminated any potential students who had not achieved a minimum of 2.7 GPA in specific
science courses. Thus, we did not have the opportunity to assess these students’ abilities
in this program. Obviously, it is important in the advent of a new program to set high
standards in regards to prerequisite criteria in order to ensure success of the students, but
in doing so, this precludes establishing the minimum science GPA level needed for
success.
Seventh, another limiting factor was that the subjects that were admitted to this PTA
program and graduated had a mean science GPA of 3.7. The PTA program at Baker
College of Muskegon, being a new program was flooded with many ^plicants. Thus, this
institution could be selective of their applicants and admitted many individuals with
3 5
extremely high science GPA. Due to the low variation in science GPA, and the 6ct that
94.7% of the subjects in this research study graduated, it was in^)ossible to determine
which predictors indicated success. An additional point to consider when attempting to
determine predictors of success, is that one also needs to look at those subjects that are
not successful. In this research, that population was only represented by 5 .3% of the
subjects and thus had no significant impact on the outcome.
Eighth, some states and United States territories require licensure, registration or
certification in order to regulate the PTA, but to date, the state of Michigan does not
require licensure of the PTA. The dependent variable in this study, an Associate Degree in
a PTA Program, was utilized since our subjects were not required to obtain this licensure.
A variation in the predictors of success may have been noted if the dependent variable was
passing state licensure. Although, even with the use of this dependent variable, our
sample showed very little variation in age, gender, and science GPA, and thus the end
result would probably be inconclusive.
A final limitation, is that this research was limited only to the PTA program at Baker
College of MuskegorL Therefore, conclusions made firom this study may not be applicable
to other institutions of higher education due to dififerences between course content, course
evaluation procedures and variability of course grades.
Suggestions for Further Research/Modifications
Due to the number of limitations in this study, it would be useful to repeat this research
over a longer period of time. The hope would be that this longer time would yield more
variation in the actual population. Perhaps, permission to access academic records could
3 6
be given upon entrance into the PTA program and this would lead to an increase in the
number of subjects that could be studied.
Another idea to improve the amount of data analyzed would be to divide the science
GPA data into three subsets based on curriculum changes that occurred in this PTA
program. The suggested groupings are the following:
• Group I : Human Anatomy & Physiology I and H, Essentials of Pathophysiology andClinical Kinesiology
• Group 2: Human Anatomy & Physiology I and IL Essentials of Pathophysiology,Clinical Kinesiology and Neurological Foundations of Motor Control
• Group 3: Human Anatomy & Physiology I and II, Essentials of Pathophysiology,Clinical Kinesiology, Neurological Foundations of Motor Control and Clinical Pathology.
These suggested subsets would have allowed the researchers to access more data, but the
results may have been the same due to the lack of variation in the population.
It would also be interesting to examine a population of students, in a given time, who
declared PTA as their major. The researchers could then follow this population as they
were either admitted or were declined admittance to the PTA program. Predictors of
success might be identified at this earlier level. Obviously, different independent variables
would have to be mqilored, since some of the variables in this study were specific to those
students already admitted to the program.
Another idea to in^rove the identification of predictors of success in a PTA program
would be to use data from other Baker censuses and/or other institutions. One could also
include multiple institutions in this research. This would have hopefully presented the
researchers with a larger variation in the population.
3 7
Upon conclusion of this study, it was noted by the researchers that the number of
applicants seeking entrance into the PTA program at Baker College of Muskegon was on
the decline. One might preclude that students admitted to the program at this tim*» may
have a mean science GPA lower than the 3.7 in this research. Research done on this
population may identify predictors of success.
Conclusion/Si im marv
This study attempted to determine the predictors of success in a PTA program Our
data &iled to reject the null hypotheses of this study. Future research controlling for the
previously mentioned limitations may in Act be able to determine predictors of success. It
is evident that this information is pertinent to both the student and his/her success and the
institutions with regards to academic advising. Previous research in other disciplines
identified a variety of predictors of success, but due to the lack of current research in PTA
programs, it evident that further research is still needed to identify specific predictors.
In conclusion. Levin and Wyckoff (1995) stated that students are more likely to do well
academically when th ^ clearly comprehend how interest, cognitive ability, and academic
performance fit with a chosen field of study. It would be the hope of the researchers that
future studies would be able to meet their needs.
3 S
References
Aldag, J., & Rose, S. (1983). Relationship of age, American College Testing scores, grade point avoage, and state board «(amination scores. Research in Nursinp and Health 6, 69-73.
The ASSET technical m anual American College Testing Program (1994). Iowa City, Iowa: ACT.
Baird, L. L. (1984). Predicting predictability: The influence of student and institutional characteristics on the prediction of grades. Research in Ifieher Education. 21 (3), 261- 278.
Baird, L. L. (1985) Do grades and tests predict adult accomplishment? Research in ffigher Education. 23 (1), 3-81.
Bogue, C., Barr, R. (1989). Curriculum study in r^adîtig California C ommunity Colleges, Sacramento; English Council of the California Two-Year Colleges; Learning Assessment Retention Consortium of the California Community Colleges. (ERIC Dotmment Reproduction Service No. Ed. 321 781)
Campbell, A. R , & Dickson, C. J. (1996). Predicting student success: A 10-year review using integrative review and meta-analysis. Journal o f Professional Nursing 12 (1), 47-59.
Carpenter, C. (1993). PTA Career Ladders. PT M aparine l (1); 56-61.
Grzegorczyk, P. B. (1995). Entrance requirements and program characteristics as predictors of the success of licensed practical nurses in associate degree nursing programs. Michigan Communitv C ollege Journal spring 7-20.
Felts, J. (1986). Performance predictors for nursing courses and NCLEX-RN. Journal of Nursing Education. 25 (9), 372-377.
Firstman, A. (1983). Policy evaluation: use of the PBS - Aptitude Test as an admission requirement for the LVN program. Doctoral Practicum, Nova University. (ERIC Document Reproduction Service No. ED 238 480)
Kleinbaum, D. G., Kupper, L. L., Muller, K.E., & Nizam, A. (1998). Applied Regression Analysis and Multivariable Methods. Pacific Grove, CA, Duxbury Press.
Levin, J., & Wyckoff J. H. (1995). Predictors of persistence and success in an engineering program. N A C A D A Journal 15 ( l ) , 15-21.
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Moore, D S., & McCabe, G.P. (1998). Introduction to the Practice of Statiistics (3"* ed., pp. 35-48) Altadena, CA: W.H. Freeman & Sumanas, Inc.
Munday, L., & Hoyt, D. P. (1965). Predicting academic success for nursing students. N ursing Research. 14 (4), 341-344.
Pagliaruio, Michael A (1996). Introduction to Physical Therapy (pp. 47-75).St. Louis, Missouri: Mosby-Year Book, Inc.
Roesler, J. S., & Armstrong, R. A. (1981). Correlates o f performance in the Dental Hygiene Program Minnesota University. (ERIC Document Reproduction Service No. ED 212 234)
Tedrow, J. W., & Rust, J. O. (1992). Retention and graduation rate of students from a college developmental reading program. Murfreesboro, TN: Nfiddle State University, Psychology Department.
Triola, M. P. (1992). In Elementary statistics (5th ed., pp. 333-339; 350-355; 453- 464). Reading, Massachusetts: Addison-Wesley Publishing Co., Inc.
40
Appendix A
Student Consent Form
You are invited to participate in a research study conducted by Debra S. Howell and Susan M. Stout, from the Grand Vall^ State University, School of Health Science. The purpose of our research is to investigate the ability of admission requirements to predict the successful completion of a Physical Therapist Assistant (PTA) ^ogram by a student. You were selected as a possible participant because you declared PTA as your m^or at Baker College of Muskegon. The results of this study will contribute to the completion of our thesis.
If you decide to participate, we need to access your student record at Baker College of Muskegon for the purpose of obtaining the following information: gender, age, ASSET Test Scores (if available) and grade point average (GPA) in courses taken at this institution. We would like to begin collecting this data during August of 1998 and complete this collection during the &11 months of this year. Hopefully, the information obtained from this study will better prepare students for successful completion of a PTA program. However, we cannot guarantee that you personally will receive any baiefrts from this research.
Any information that is obtained in coimection with this study and can be identified with you will remain strictly confidential and will be disclosed only with your permission or as required by law. All data collected will be coded so that identification of individual participants will not be possible; no names will be utilized.
Your participation is voluntary. Your decision whether or not to participate will not effect your relationship with Baker College of Muskegon. If you decide to participate, you are free to withdraw your consent and discontinue participation without penalty.
If you have any questions or would like a summary of the study results, please feel free to contact us at Baker College of Muskegon, 1903 Marquette Avenue, Muskegon, ML,49442 or by telephone: (616)777-5273. Questions may also be directed to our thesis chairperson at Gnind VaU^ State University, Theresa Bacon-Bagul^, R.N., Ph.D. at (616) 895-3289. In r%ards to questions regarding your rights as a research subject, please contact the Human Subjects Review Committee, Grand Valley State University, Allendale, MI 49401, (616) 895-2195. You will be given a copy of this form to keep
Your signature indicates that you have read and understand the information provided above, that you willingly agree to participate, that you may withdraw your consent at any time and discontinue participation without penalty, that you will receive a copy of this form and that you are not waiving an legal claims, rights or remedies.
Signature________________________ Date
41
Appendix B
Permission from Baker College of Muskegon
TO
FROM
DATE
SUBJECT
Stout and Debra Howell
Mary Ann Herbst '
November 20, 1997
Thesis Research
Permission is granted for you to access the student records of the Baker College of Muskegon PTA program graduates for the purpose of collecting data for your master's degree thesis. As you indicated in your request for permission, all of the collected data must be treated as confidential and coded and reported in such a way as to guarantee confidentiality.
Sue and Debra, I would appreciate receiving further information on the method you intend to use to actually gather the data on each student. Student records are electronic and can only be accessed by those individuals who have AS/400 rights. We will need to discuss how this will be accomplished.
T O : S t o u t a n d D e b r a H o w e ll
F R O M : M ary A n n H e r b s t
D A T E : N o v e m b e r 2 0 , 1 9 9 7
S U B J E C T : T h e s is R e s e a r c h
P e r m is s io n i s g r a n te d fo r y o u t o a c c e s s t h e s t u d e n t r e c o r d s o f t h e B a k er C o l le g e o f M u s k e g o n P T A p ro g ra m g r a d u a t e s f o r t h e p u r p o s e o f c o l l e c t in g d a t a fo r y o u r m a s t e r ' s d e g r e e t h e s i s . A s y o u in d ic a te d in y o u r r e q u e s t f o r p e r m is s io n , all o f t h e c o l l e c t e d d a ta m u s t b e t r e a t e d a s c o n f id e n t ia l a n d c o d e d a n d r e p o r te d in s u c h a w a y a s t o g u a r a n te e c o n f id e n t ia l i t y .
S u e a n d D e b r a , I w o u ld a p p r e c ia t e r e c e iv in g fu r th e r in fo r m a t io n o n t h e m e th o d y o u in t e n d t o u s e t o a c tu a lly g a t h e r t h e d a ta o n e a c h s t u d e n t . S t u d e n t r e c o r d s a r e e le c t r o n ic a n d c a n o n ly b e a c c e s s e d b y t h o s e in d iv id u a ls w h o h a v e A S / 4 0 0 r ig h ts . W e w ill n e e d t o d i s c u s s h o w t h i s w ill b e a c c o m p lis h e d .
4 2
Appendix C
Confîdentiali^ Statement
Baker College of Mnskegon places great importance in the confidentiality of stndent records. Use of
these records for research or learning experience is permitted, provided the researcher or stndent realizes
her role in responsibili in protecting the confidentiali^ of personally identifiable informatioiL Misuse of
information collected could result in personal liability and implementation of pmutive action.
I acknowledge that I have read the above statement and take the responsfinli^ fin proper and limited
use of the confidential information in our research prqjecL
Student
Date
Research Project; Predictors of Successful Compietion in a PTA Program
Committee Chair/Research Advisor
STUDENT RECORDS CONFIDENTIALLY STATEMENT
Baker College of Muskegon places great inqrorlance in the confidentialtly of student records. Use of
these records for research or learning experience is permitted, provided the researcher or student realizes
her role in responsibili in protecting the confidentiality of personalty identifiable informatknL Misuse of
information collected could result in personal liability and implementation of punitive action.
1 admowledge that I have read the above statement and take the responsibility for proper and limited use
of the confidential information in our research project
Student
^ -,6 - r tDate
Research Project: Predictors of Successful Completion in a PTA Program
Coirunittee Chair/Research i
4 3
Appendix D
Confidentiality Statement
Baker College of Muskegon places great importance in the confidentiali^ of stndent records. Use of
these records for research or learning e)q)erience is pemntted, provided the researcher or student realizes
her role in responsibility in protecting the confittentiality of personalfy identifiable information. Misuse of
information collected could result in personal liabOiQr and implementation of punitive action.
I acknowledge that I have read the above statement and take the responsibility for proper and limited
use of the confidential information in our research project
Student
Date
Research Project: Predictors of Successful Completion in a PTA Program
Committee Chair/Research Advisor
STUDENT RECORDS CONFIDENTIALLY STATEMENT
Baker College of Mnsk^on places great impoitance in the confidentialiQr of stndent records. Use of
these records for research or learning experience is permitted, provided the researcher or student realizes
her role in re^nsitnlity in protecting the confidentiality of personal identifiable informatioa Misuse of
information collected could result in personal liability and impiemeniatitm of punitive action.
1 acknowler%e that I have read the above statement and take the reqxmsibility for proper and limited use
of the confidential information in our research project
Student
Date
Research Project: Predictors of Successful Completion in a PTA Program
iZomrmttee Chair/Research Arh66)r
44
Appendix E
Data CoUection Form
Subject Number
Age Gro(q>: Date of Birth - Admission Date -17- 19 = 0120 - 29 = 0230 - 39 = 03
40 and over = 04
Gender (Male = 01/Female = 02)
•ASSET Test - Writing Skills
ASSET Test - Reading Skills
ASSET Test - Numerical Skills
Anatomy & Plqrsiology I (SCI lOlQ - GPA
Anatomy & Physiology II (S(TI 102(3) - CTA
Essentials of Pathophysiology (SCI 211 A) - CH*A
Clinical Kinesiology (SCI 271A) - (2>A
Neurological Foundations of Motor Control • (SCI 281A) - CPA
Clinical Pathology (SCI 381) - CPA
GPA: A =4.0 B+ = 3.3 C+ = 2.3 D +=l.3 F = 0.0A -= 3.7 B =3.0 C =2.0 D =1.0
B* = 2.7 C* = 1.7 D- = 0.7
4 5
Appendix F
Raw Data
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t 4 2 46 40 47 4 4 4 4 NA NA 1
2 2 2 40 48 45 33 27 4 3 37 27 4 1
] 3 2 NA NA NA 4 4 4 3 7 33 4 1
4 2 2 S3 40 47 4 4 4 37 37 NA 1
5 2 I NA NA NA 37 4 37 33 NA 1
4 2 2 NA NA NA 3 2 2 3 2 I
T 2 54 51 52 4 4 4 37 37 4 1
t 4 2 NA NA NA 37 4 4 3 7 37 3 7 1
9 3 2 NA HA NA 4 4 4 4 NA NA 1
10 4 2 47 51 42 4 4 37 NA NA t
11 1 2 52 45 46 4 4 4 4 4 37 I
12 2 2 40 <4 46 4 4 33 3 7 NA NA 1
13 2 2 38 33 35 4 4 33 3 7 2 7 NA 1
14 2 2 NA NA NA 37 37 4 37 NA NA 1
IS 3 1 41 49 35 4 4 3 3 7 37 NA 1
16 2 2 52 47 37 4 4 37 37 4 1
17 1 2 28 IS 14 3 37 27 2 7 NA NA 1
IS 4 2 40 46 42 4 4 4 4 4 NA 1
19 4 2 40 4S 45 4 4 37 3 NA NA 1
20 4 2 42 37 30 37 37 37 13 NA 1
21 1 2 NA NA NA 37 27 27 NA NA 1
22 3 2 NA NA NA 33 3 27 3 NA NA 1
23 2 2 NA NA NA 37 4 4 3 4 NA 1
24 2 2 NA NA NA 3 4 37 3 37 NA 1
2S 3 2 40 4S 40 4 4 4 4 4 4 1
26 2 2 NA NA NA 33 27 3 NA 1
27 2 2 NA NA 41 37 4 27 37 37 4 1
2S 4 1 S2 51 51 4 4 4 4 4 4 1
29 2 2 47 51 43 4 4 4 4 4 4 1
30 2 2 NA NA NA 37 4 4 37 4 1
31 3 1 NA NA NA 4 4 37 37 NA 1
32 2 2 45 40 38 37 4 L7 33 3 NA 1
33 1 2 e 42 51 4 4 4 4 37 4 1
34 4 2 45 m 33 37 4 37 27 NA 1
35 2 2 NA NA NA 33 37 37 37 4 1
36 2 2 NA NA NA 27 3 2 3 37 4 1
37 2 2 54 51 41 4 4 27 3 7 27 4 4 4 1
38 3 2 NA NA NA 37 37 37 3 4
39 2 2 NA NA NA 3 4 37 4 13 4 1
40 4 2 NA NA NA 3 4 37 4 NA NA 1
41 2 1 NA NA NA 33 27 4 4 NA I
42 3 2 47 44 36 37 4 37 NA NA t
43 4 2 49 46 46 3 2 37 2 7 NA NA 1
44 1 2 NA NA NA 33 4 37 3 33 4 I
45 3 2 S2 4S 49 4 4 4 37 37 NA - I
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